Blog Archives - MR. MARC'S DOJO

MR. MARC'S DOJO

thurs. 10/31, I can distinguish valid claims within a text.

10/31/2019

DO NOW:
Do Now I spoke to dozens of parents about how they handle Halloween candy, many of them fellow dietitians. On one side of the debate about candy-control are parents who avoid taking their kids trick-or-treating. They take them swimming or bowling instead. These parents say their kids haven't complained about missing out on the festivities. And there are the parents who subscribe to the "switch witch" or "candy fairy" approach. They take their kids trick-ort reating and may let them have a couple of pieces of candy that evening. But once the kids are in bed, the parents switch out the candy stash for a toy. Blaming the candy's disappearance on a witch or fairy helps displace any anger the kids might feel toward their parents.

------------------------------------------------------ How does the selection support the idea that kids enjoy sports just as much as trick-or treating?
A. By stating that kids do not feel left out from regular Halloween festivities.
B. By stating that a “switch witch” comes to take the candy.
C. By arguing that parents should avoid taking their kids trick-or-treating.
D. By arguing that kids can eat 1-2 pieces of candy.

Answer is A

STANDARD: RI8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

LEARNING TARGET:
-I can identify an argument and its claims in a text.
-I can distinguish valid claims within a text.

CRITERIA FOR SUCCESS:
-I CAN identify a CLAIM, LOGICAL REASONS, & EFFECTIVE EVIDENCE

-I CAN develop a correlating QUESTION for the CLAIM

-I CAN OBJECTIVELY SUMMARIZE the Question, Claim, Evidence, and Reasons from a text.

MODELED INSTRUCTION:
TEACHER THINK ALOUD & Complete Q.C.E.R. [Anchor Chart] Graphic Organizer

TW closely read [Annotate the Text] - Ad Bombardment.pdf
TW model identify the author's question, claim, evidence, and reasoning,
TW model developing an objective summary

GUIDED PRACTICE
TW Guide students in closely reading [Annotate the Text] - Positive Advertising in Schools.pdf

INDEPENDENT PRACTICE
SW identify the author's question, claim, evidence, and reasoning using Q.C.E.R. Graphic Organizer

EXIT TICKET
SW model developing an objective summary

TURN IN: Q.C.E.R. Graphic Organizer

wed. 10/30, I can identify an argument and its claims in a text.

10/30/2019

DO NOW:
Vocabulary Practice:
What is an argument?

A. A claim supported by reasons and evidence
B. A disagreement
C. Statements with no supporting evidence
D. Two viewpoints on the same topic

What is evidence?

A. Reasons that explain the authors belief
B. Specific facts, statistics or examples
C. The author’s position on the problem or issue
D. Information that can be submitted in a court case

Answers: A, B

STANDARD: RI8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

LEARNING TARGET: I can identify an argument and its claims in a text.

CRITERIA FOR SUCCESS:
-I CAN develop a counter argument (ie. I know junk food is a part of every American holiday, but citizens can find new traditions with healthier foods.)

-I CAN develop a conclusion (-meaning you can restate the CLAIM, and your LOGICAL REASONS that support your CLAIM. You can make a CALL TO ACTION)

-I CAN TYPE MY ESSAY, and turn it into GOOGLE CLASSROOM

MODELED INSTRUCTION:
TEACHER THINK ALOUD

TW guide students while they identify all 5 parts of an argument
1. Claim
2. Reasons
3. Evidence
4. Counterargument
5. Conclusion

GUIDED PRACTICE
SW use WRITE SOURCE strategy and model to WRITE COUNTER ARGUMENT AND CONCLUSION.

INDEPENDENT PRACTICE
Type FINAL DRAFT IN GOOGLE CLASSROOM/GOOGLE DRIVE under you SCHOOL EMAIL.

EXIT TICKET
What is the best tile for your essay? Does it convey the central idea? Why or why not?

Create title and make sure your name is typed within paper underneath the title.

TURN IN FINAL DRAFT IN GOOGLE CLASSROOM

tues. 10/29, I can determine the author’s point of view/perspective in a text.

10/29/2019

DO NOW:
Vocabulary Practice:
What is a fact?
A.A claim supported by reasons and evidence
B.Something that can be proven true
C.Statements with no supporting evidence
D.Two viewpoints on the same topic

MODELED INSTRUCTION
Close Reading Strategy
TW: Ask student to number the paragraphs

Read 1
TW (model read aloud) Read and Annotate (Paragraphs 1-5)
TW: Pose a question: What is the big picture of the text what did you find interesting about this text?
TW create Anchor Chart [Event vs. Narrator’s Reaction] POV - T CHART
SW: Annotate and read along

Read 2
TW: Read again and ask students to think about, “What type of language does the author use to convey his message?”
SW: Read/Write/Discuss

GUIDED PRACTICE
Read 3
TW: will read again and ask students: What is the authors reason for including paragraph 4? Do you agree or disagree with the point of view?
SW: Read/Write/Discuss

Read 4
TW: say I will continue reading (paragraphs 10 & 11) then we will discuss. You want to continue to annotate.

TW: Have students put it all together: How did the author present the information?

SW: Read/Write/Discuss

TW: Ask “What are some events that affect the author’s point of view?”

Anchor Chart [Event vs. Narrator’s Reaction] POV - T CHART

INDEPENDENT PRACTICE
SW: Complete POV T-Chart for text, “Adventures in Math”

EXIT TICKET
Short-Constructed Response
What is the author’s point of view on good study habits in high school based on the text? What key details support your reasoning?

Mon. 10/28, I can determine the theme of a text and its supporting details.

10/29/2019

DO NOW:
In “The Drive-In Movies,” by Gary Soto a boy tries to be extra good in order to please his mother and win a reward. Use these sentence starters to develop your ideas about the Big Question.

Answer: A person’s OPINION about a reward will affect ______. You can PROVE you deserve a reward by___________.

MODELED INSTRUCTION
Close Reading Strategy
Text Selection: “The Drive-In Movies” by Gary Soto pg. 46 in Lit Txtbk

Read 1 – TW Identify the main idea and theme of the text. [paragraphs 1-12]

Read 2 – TW Identify [2] key details that convey Soto attempting to persuade his mother to take the family to the drive-in, and the detail that shows Soto’s mother was not angry with the children for making a mess with the wax. [Paragraphs 1-7]

GUIDED PRACTICE
Read 3 – TW model creating a chart to note how the author develops the theme [T Chart]. [paragraphs 6-12]
•Column 1 – record the events [ie. Narrator gets stung by a bee]
•Column 2 - record details provided by the narrator [ie. The sting hurts.]

- SW record their own variation of the chart.
- TW walk around the room and assist students with recording events from story, and recording the narrator’s reactions.

INDEPENDENT PRACTICE
Read 4 – SW closely read to identify two key details. [paragraphs 11-12]

•What two things does Soto promise himself to remember? (Assess) Do you think he still has fond memories of that day and night? Explain.

EXIT TICKET
Short-Constructed Response

Did you predict that Soto’s mother would take the family to the drive-in movies? On what details did you base your prediction?

Fri. 10/25/19, I can develop a topic with relevant facts and concrete details.

10/25/2019

DO NOW:
Like humans, animals need to visit their doctors regularly. Veterinarians provide regular shots that keep pets healthy. Veterinarians also check pets’ teeth, just like dentists do, to make sure they have no dangerous plaque. Veterinarians can even provide grooming services to keep your pets’ nails at a comfortable length.

Which supporting detail below is a relevant fact that supports the thesis of the passage.

A. I always take my pet to the vet to make sure it is healthy.
B. If you take your pet to the vet, be ready to have an active, happy pet!
C. Like humans, animals need to visit their doctors regularly.
D. Veterinarians provide regular shots that keep pets healthy.

Connection: Today we will organize our ideas. Yesterday we developed a CLAIM and INTRO paragraph. Today we will create an OUTLINE and WRITE THE 3 BODY PARAGRAPHS that discuss our 3 LOGICAL REASONS TO SUPPORT OUR CLAIM.

Teaching: TW model creating an ORGANIZED LIST. Write your topic sentences, leaving space in between. Identify facts and details needed to support each topic sentence.

Active Engagement: After writing your opening paragraph, you are ready to develop the middle part of your essay. Each middle paragraph must present a reason that supports the opinion statement. Specific details should be used to support each reason.

Link: As you move from paragraph to paragraph, be sure to use transitions like besides, in addition, and so on.

INDEPENDENT PRACTICE:
WRITE YOUR MIDDLE PARAGRAPHS. Make sure that each paragraph includes one reason that is supported with facts and examples.

EXIT TICKET: TURN IN YOUR COMPLETED 1st (rough) draft of your Argumentative Essay.

thurs. 10/24/19, I can introduce a topic or thesis statement

10/24/2019

DO NOW:
Like humans, animals need to visit their doctors regularly. Veterinarians provide regular shots that keep pets healthy. Veterinarians also check pets’ teeth, just like dentists do, to make sure they have no dangerous plaque. Veterinarians can even provide grooming services to keep your pets’ nails at a comfortable length.

Which sentence is the thesis of the passage?

A. I always take my pet to the vet to make sure it is healthy.

B. If you take your pet to the vet, be ready to have an active, happy pet!

C. Like humans, animals need to visit their doctors regularly.

D. Provided one visits with veterinarians quite regularly, pets will maintain their health

Opening: This week we have been tracing and evaluating the argument of "zoos" as a place for amusement, education, and conservation. Notice both texts we read this week had a: Question. Claim. Evidence. Reasoning.

Today we will continue our work with the QCER strategy to write our own arguments on a topic, which will include a - Question. Claim. Evidence. Reasoning.

Our mini lesson today is on 3 methods to introduce a topic that captures your audience’s attention using a hook.

GUIDED PRACTICE: CREATE YOUR OWN Q.C.E.R. CHART, FOR YOUR OWN ARGUMENTATIVE CLAIM.

HERE IS YOUR [ARGUMENTATIVE] TOPIC:
Your principal has decided to choose a new mascot for your school. What should the mascot be? Write a short argument for that mascot. WHAT IS YOUR QUESTION? WHAT IS YOUR CLAIM? WHAT ARE YOUR 3 REASONS? WHAT ARE YOUR 3 PIECES OF EVIDENCE? [ie. POLL, INTERVIEW, EXPERT OPINION, EXAMPLE]

INDEPENDENT PRACTICE:
HERE IS YOUR [ARGUMENTATIVE] TOPIC:
Should the government implement a tax on junk food?

WHAT WOULD SERVE AS LOGICAL EVIDENCE FOR THIS CLAIM?
–Resources:
•Adult Obesity Facts
•Would junk food taxes really make people eat better? (books, websites, newspapers, journals, magazines and documentaries)
Poll: Most Oppose Tax on Junk Food

-Use the resources to write a claim and support it with evidence and reasoning.
Closely read and annotate the following texts to make your argument.

•http://healthland.time.com/2010/02/25/would-junk-food-taxes-really-make-people-eat-better/
•https://www.forbes.com/sites/arleneweintraub/2018/01/10/should-we-tax-junk-foods-to-curb-obesity/#3191f8537df6
•https://www.shape.com/healthy-eating/should-there-be-tax-unhealthy-foods

Exit Ticket –
TURN IN COMPLETED Q.C.E.R. CHART FOR YOUR INDEPENDENT PRACTICE ARGUMENTATIVE ESSAY TOPIC: Should the government implement a tax on junk food?

wed. 10/23/19,

10/23/2019

DO NOW:
PART 1 - GRADE 6 ELA FOCUS LESSON 3.0:1 and 2 QUIZ

Part 2 - COMPLETE CONSTRUCTED RESPONSE (TUESDAY)

-------------------------------------------------------------------------------------------------------------------------------

DO NOW:
Using context clues, what does the word incarceration mean in the sentence below? Whether the parents of the four year old or inadequate safety standards were to blame, the real problem is that the gorilla, like zoo animals, was living in captivity, incarcerated in a small enclosure supposedly for our entertainment and education.

a. Sleeping
b. Living in captivity
c. harmed

Mini Lesson:
Think aloud and review information you wrote on your T chart(s) on Monday and Tuesday for articles about zoos.

Use the anchor chart “How do I compare and contrast one author's presentation to another?" to compare both articles to one another.

INDEPENDENT PRACTICE:
•SW: use their T charts to complete the graphic organizer “Comparing and Contrasting One Author’s Presentation to Another” in its entirety

EXIT TICKET:
Complete the graphic organizer “Comparing and Contrasting One Author’s Presentation to Another”

tues. 10/22/19, I can identify the overall text structure used in two different non-fiction texts.

10/22/2019

DO NOW: QuickWrite: What is the main idea of the political cartoon below?

MODELED INSTRUCTION:
Close Reading Strategy
USING TEXT 2
•TW: Ask students to number the paragraphs
Read 1-TW (model read aloud) read and annotate Paragraphs 1-5

SW: Annotate and read along

•TW: Pose a question: What is the big picture of the text? What did I find interesting about this text?

THINK/WRITE/DISCUSS
Read 2 –TW: Read again [Paragraphs 1-5] and ask students to think about what type of language the author used to convey his message?

Next:
•SW: Write what they the thought about the type of language the author used to convey his message?
Last:
SW: Discuss What was just wrote about the type of language the author used to convey his message?

GUIDED PRACTICE:
Read 3 TW: will read again and ask students: What is the authors reason for including paragraph 4? Do you agree or disagree with the Hot Topic?
•SW: Read/Write/Discuss
•
Read 4- TW: Reading (paragraphs 10 & 11)
•TW: have students put it all together: How did the author present the information?
•SW: Read/Write/Discuss
THE ESSENTIAL QUESTION:
Was the author neutral??? Some paragraphs are for and some are against….What does the author say to support your reasoning??

INDEPENDENT PRACTICE:
•Essential Question: Do you think the author is for zoo’s or against zoo’s? What does the author say to support your reasoning?
•SW: Create a T chart for this text [Text 1] and document how the author presents the information
•Example: neutral, facts, statistics, names of organizations, problem/solution, argument, counter claims

EXIT TICKET:
Student will share & turn in completed T Chart

mon. 10/21/19, I can identify the overall text structure used in two different non-fiction texts.

10/21/2019

DO NOW:
•QuickWrite: Should zoos exist in the United States? Why or why not? Explain in 5-7 sentences.

MAKING A CONNECTION: Today we revisit a common reading strategy used to analyze a text – compare and contrast. Last week, we closely read an article that compared fictional planets in Star Wars, to actual planets in the outer galaxy. This week we will compare and contrast one author’s presentation of events [on a topic] with that of another

MODELED INSTRUCTION:
Close Reading Strategy
•TW: Ask students to number the paragraphs
Read 1-TW (model read aloud) read and annotate Paragraphs 1-5

SW: Annotate and read along

•TW: Pose a question: What is the big picture of the text? What did I find interesting about this text?

THINK/WRITE/DISCUSS
Read 2 –TW: Read again [Paragraphs 1-5] and ask students to think about what type of language the author used to convey his message?

Next:
•SW: Write what they the thought about the type of language the author used to convey his message?
Last:
SW: Discuss What was just wrote about the type of language the author used to convey his message?

GUIDED PRACTICE:
Read 3 TW: will read again and ask students: What is the authors reason for including paragraph 4? Do you agree or disagree with the Hot Topic?
•SW: Read/Write/Discuss
•
Read 4- TW: Reading (paragraphs 10 & 11)
•TW: have students put it all together: How did the author present the information?
•SW: Read/Write/Discuss
THE ESSENTIAL QUESTION:
Was the author neutral??? Some paragraphs are for and some are against….What does the author say to support your reasoning??

INDEPENDENT PRACTICE:
•Essential Question: Do you think the author is for zoo’s or against zoo’s? What does the author say to support your reasoning?
•SW: Create a T chart for this text [Text 1] and document how the author presents the information
•Example: neutral, facts, statistics, names of organizations, problem/solution, argument, counter claims

EXIT TICKET:
Student will share & turn in completed T Chart

FRi. 10/18/19, argumentative writing & the lightning thief

10/18/2019

LITERACY LAB : TWELVE OLYMPIAN GODS & OTHER GREEK STORIES

DO NOW:
Read the passage and ask yourself, "What is the author doing in this paragraph?" Answer the question, “What is the central idea of the passage?” Then think of an appropriate title for the passage based on the main idea of the passage.

A penny for your thoughts? If it’s a 1943 copper penny, it could be worth as much as fifty thousand dollars. In 1943, most pennies were made out of steel since copper was needed for World War II, so the 1943 copper penny is ultra-rare. Another rarity is the 1955 double die penny. These pennies were mistakenly double stamped, so they have overlapping dates and letters. If it’s uncirculated, it’d easily fetch $25,000 at an auction. Now that’s a pretty penny.

The Central Idea is:

A. The Copper Penny is a pretty penny.

B. In 1943, there was a lack of copper.

C. Some pennies are rare and valuable.

An appropriate title for this passage is __________________

Lesson: Read Ch. 7 of the_lightning_thief.pdf w/ Character Changed Wksht.

Independent Practice: ARGUMENTATIVE WRITING: QCER Strategy

Homework: NONE